| 1. |
- Buckley, Jeffrey, 1992-, et al.
(författare)
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Framing the constructive alignment of design within technology subjects in general education
- 2020
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Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804.
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Tidskriftsartikel (refereegranskat)abstract
- Design is core element of general technology education internationally. While there is a degree of contention with regards to its treatment, there is general consensus that the inclusion of design in some form is important, if not characteristic, of the subject area. Acknowledging that design is important, there are many questions which need to be considered in order to guide policy and practice, such as whether a singular general design ability can be explicitly defined empirically beyond an implicit verbal definition, and whether it can be taught and assessed. In order to address these questions in a systematic fashion, a framework is needed in order to guide relevant investigations. Having such a framework would allow for theory to be generated, hypotheses to be tested, and assumptions to be challenged. In response to this apparent need, this article presents a theoretical discussion pertaining to the constructive alignment of learning to design, wherein theories of knowledge, variation theory, knowledge transfer, and assessment validity and reliability are reflected upon.
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| 2. |
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| 3. |
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| 4. |
- Doyle, Andrew, et al.
(författare)
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Agendas, influences, and capability: Perspectives on practice in design and technology education
- 2017
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Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804.
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Tidskriftsartikel (refereegranskat)abstract
- A philosophical shift in policy now situates the development of technological capability as the focus of Irish technology education. Internationally, the effectiveness of curricular reform in the discipline has previously been called to question, as the legacy of the preceding vocational craft subjects has been seen to throttle the evolution of practice in aligning with emergent policy. As Irish technology education shares this vocational heritage, this research seeks to explore the effectiveness of policy change through an investigation of current practices in the discipline. Specifically, this research seeks to explore the alignment of teachers’ perceptions of practice in terms of the focus of learning activities and educational outcomes as prescribed by curricula. A methodological framework was developed to explore teachers’ (n = 15) perceptions, ecologically rooted in the tasks and activities they use to teach in their classrooms. The results suggest a misalignment between what teachers conceive as important to the discipline, and their enacted practices. The paper unpacks the contentions surrounding this misalignment and discusses factors which appear to influence teachers’ perceptions, forming a greater understanding of what influences practice in the discipline.
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| 5. |
- Doyle, Andrew, 1992-
(författare)
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Consolidating concepts of technology education : From rhetoric towards a potential reality
- 2020
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis focuses on the relationship between international rhetoric and classroom realities in technology education. For some time there has been widespread recognition that the intended goals for learning in the subject area have failed to manifest in enacted practices as envisioned. As the intermediary between rhetoric and reality, the technology teachers and ways of understanding their enacted practices are the focus of this work. The thesis is based on four research articles which adopt theoretical and empirical approaches to investigating the technology teacher as mediator of enacted practice. In Article I, technology education in the Irish national context is investigated through technology teachers’ reflections on enacted practice. In response to a variety of situational- and systemic- factors which impede classroom practice being identified, Article II and III theorise approaches to investigating enacted practice in technology. In acknowledging the epistemological basis of technology as depicted in the extant literature, a reconceptualisation of how to utilise pedagogical content knowledge research in explaining enacted practice is put forward. Article IV returns to the technology teacher in a transnational context, whereby teachers from the Republic of Ireland, Sweden and New Zealand are interviewed in constructing a grounded theory of teachers’ purposes for teaching technology. The contributions of the research are twofold. Firstly, following the identification of evidence to support the existence of rhetoric-reality tensions in technology education, an ecologically situated framework of enacted practice is put forward. The framework acknowledges how subject matter is treated in technology education in striving for more comprehensive ways of investigating enacted practice. Secondly, in taking a preliminary step toward understanding enacted practices, a grounded theory of teachers’ purposes for teaching technology is put forward. This grounded theory offers a unified model for articulating the purposes of teaching technology that prevail in classroom realities today.
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| 6. |
- Doyle, Andrew, 1992-, et al.
(författare)
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Exploring the relationship between technology teachers orientations towards teaching and their associated professional life phases
- 2016
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Ingår i: PATT-32 Proceedings. - Utrecht, the Netherlands. ; , s. 141-149
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Konferensbidrag (refereegranskat)abstract
- It is widely agreed that developed pedagogical content knowledge (PCK) is a knowledge base unique to teachers. Therefore, the successful development of a teacher can be evaluated in terms of an evolved PCK. However, research has shown that teachers in later professional life phases (PLP’s) are at a greater risk of being less effective (Day & Gu, 2007). Given that the rational and grade point-orientated nature of the Irish education system hinders the development of an integrated pedagogy (Commission on the Points System, 1999; Hennessy, Hinchion, & Mcnamara, 2011), this paper explores the relationship between technology teachers’ PLP and their orientations towards teaching as a critical construct of PCK.The study cohort consisted of practicing technology teachers (n=9) ranging in experience from 4 to 31 years of classroom practice. An interpretive research methodology was employed whereby participants were involved in semi-structured interviews focused on eliciting an understanding of participants’ knowledge and beliefs around the purposes and goals of teaching technology. The findings suggest that technology teachers’ orientation towards teaching varies as teachers’ progress through their teaching career. It emerged that participants in earlier PLP’s are more likely to display a pupil-centred orientation towards teaching whereas teachers in later PLP’s are inclined to adopt transmission pedagogies suggesting a teacher-centred orientation towards teaching.
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| 7. |
- Doyle, Andrew, 1992-, et al.
(författare)
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Operationalising pedagogical content knowledge research in technology education: Considerations for methodological approaches to exploring enacted practice
- 2019
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Ingår i: British Educational Research Journal. - : Wiley. - 0141-1926 .- 1469-3518.
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Tidskriftsartikel (refereegranskat)abstract
- Like many areas of curricula internationally, technology education has encountered difficulties in achieving continuity between the rhetoric of prevailing policy and the reality of enacted practices. In technology education, the conceptually oriented nature of curricular goals is theorised to play a significant part in influencing this relationship. One way in which investigations of this relationship have been approached is considering the application of pedagogical content knowledge (PCK) frameworks as a mechanism to understand the interaction of teachers’ knowledge and enacted practices. However, understanding from the philosophy of technology, and the technology education literature, suggests that technology education treats knowledge differently to many other disciplines. As a result of this, the interactions between teachers’ beliefs and knowledge are theorised to play a more significant role in influencing enacted practice in technology education. Building on this perspective, this article considers the need to investigate the roles of teachers’ knowledge and beliefs, and the interactions between these, in the investigation of enacted practice. Further to this, the article problematises the potential for a dominance of exploratory research, though acknowledging the need for research within different paradigms; a common frame of reference is advocated. In advocating a more holistic approach to investigating enacted practice, and the factors which may influence teachers’ enactment of teaching practice, it is envisioned that this article takes a step towards methodological coherence regarding the study of enacted practice in technology education.
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| 8. |
- Doyle, Andrew, 1992-, et al.
(författare)
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Professional Continuity: Investigating the Alignment of Technology Teachers’ Internal Capability Constructs
- 2017
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Ingår i: In <em>Proceedings of the Pupils Attitudes Towards Technology (PATT-34) Conference: Technology & Engineering Education - Fostering the Creativity of Youth Around the Globe</em>. 10-14<sup>th</sup> July, Philadelphia, Pennsylvania, USA..
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Konferensbidrag (refereegranskat)abstract
- In contemporary education, teachers’ epistemological beliefs governing what and how to teach are important due to their influence on practice, pedagogy, assessment, and the learner. Teachers’ beliefs are perhaps of more significance in technology education as defining clear subject boundaries regarding ‘what to teach’ has traditionally proven difficult. Despite this, there are recognisable practices, processes and outputs that are considered of value to the learner. This research sets out to explore the level of professional continuity among educators regarding such outputs in technology education.Initial data collection involved the generation of authentic evidence in response to an open design task. Participants were sought from five schools across Ireland. The cohort consisted of first- and second-year technology education pupils (n=64) in post-primary education. Following this, technology teachers (n=27) were engaged in the holistic assessment of pupil work utilising the Adaptive Comparative Judgment (ACJ) method. The ACJ method relies on a series of binary judgments between two pieces of evidence, effectively producing a rank order of evidence.In alignment with previous studies utilising the ACJ method, teachers generated very high levels of reliability when tasked with the adjudication of pupil work, despite the lack of assessment criteria. This suggests an implicit understanding of capability among teachers, irrespective of variables such as culture, context or curricula. Interestingly however, not all teachers engaged in judgements agreed consensually. Taking cognisance of this, an analysis of constructs of capability highlighted five criteria that governed teachers’ adjudication on portfolios. The significance of these criteria and the continuity between teachers’ constructs of capability is discussed.
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| 9. |
- Doyle, Andrew, 1992-, et al.
(författare)
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Programmering i mellanstadiets teknikämne
- 2019
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Ingår i: Beyond technology. - Ålborg, Danmark : Aalborg University. - 9788793058705 ; , s. 14-17
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Bokkapitel (populärvet., debatt m.m.)
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| 10. |
- Doyle, Andrew, 1992-, et al.
(författare)
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Reconceptualising PCK research in D&T education:proposing a methodological framework to investigateenacted practice
- 2018
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Ingår i: International journal of technology and design education. - : Springer. - 0957-7572 .- 1573-1804.
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Tidskriftsartikel (refereegranskat)abstract
- Since first conceived, the concept of pedagogical content knowledge (PCK) hasattracted much attention. Despite being lauded by educationalists as the unique knowledgebase of teachers, research on the concept over the past 30 years has yet to result in a universallyaccepted definition being presented. Much of the contentions surrounding the lack ofan agreed upon conception appear to have stemmed from difficulties in understanding therelationship between PCK, other areas of teacher knowledge, teacher beliefs, and enactedpractice. This paper considers the application of PCK frameworks to design and technology(D&T) education, through an analysis of the nature of the discipline from an ontologicaland epistemological perspective and contemporary perspectives on the construct of PCK.It is theorised that the volition afforded to teachers in D&T through weakly framed subjectboundaries negates the effective application of PCK frameworks, as teachers’ beliefs have agreater impact on enacted practices. In an attempt to better understanding enacted practicein D&T education, the paper proposes a methodological framework centred on the interactionsbetween teachers’ beliefs and knowledge in the discipline, through synthesising theconcept of amplifiers and filters of practice with the nature of D&T education. The proposedframework outlines the need to recognise individual teachers’ conception of capabilityas a critical influence on enacted practice.
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| 11. |
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| 12. |
- Doyle, Andrew, 1992-, et al.
(författare)
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Subject(s) matter : A grounded theory of technology teachers’ conceptions of the purpose of teaching technology
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significantly more autonomy in the design and implementation of their practices than teachers of other subjects. From this, it is important to understand the role of teachers’ beliefs about technology education and subsequently, how their beliefs may influence enacted practices. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that interviewees designed and implemented, interviewees represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.
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| 13. |
- Doyle, Andrew, 1992-, et al.
(författare)
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Subject(s) matter : a grounded theory of technology teachers’ conceptions of the purpose of teaching technology
- 2023
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Ingår i: International journal of technology and design education. - : Springer Nature. - 0957-7572 .- 1573-1804.
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Tidskriftsartikel (refereegranskat)abstract
- Technology education internationally has for some time struggled to achieve continuity between what is depicted in policy and curricular documents and the reality of day-to-day practices. With its focus often articulated through the nature of activity students are to engage with, technology teachers are recognised as having significant autonomy in the design and implementation of their practices. From this, it is important to understand teachers’ beliefs about technology education, as their conceptions of the subject will inform practice. As such, this study sought to investigate teachers’ conceptions of the purpose of teaching technology through reflection on their enacted practices. A constructivist grounded theory methodology was employed for the design of the study and analysis of data. According to our analysis, despite similarities between the nature of student activity that teachers designed and implemented, teachers represented the purpose of the subject in different ways. Three different conceptions of the purpose of teaching technology were identified; obtaining knowledge and skills for application, ability to act in a technological way, and ability to think in a technological way. Central to the three conceptions were contentions in the representations of what constituted subject matter knowledge in the subject, and the role that different application cases played in teaching technology. Without consideration and explicit articulation of the purposes for teaching technology, this lack of clarity and differences in rationale for teaching technology are likely to continue.
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| 14. |
- Doyle, Andrew, 1992-, et al.
(författare)
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Theorising the role of engineering education for society : Technological activity in context?
- 2019
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Ingår i: ASEE Annual Conference and Exposition, Conference Proceedings. - : American Society for Engineering Education.
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Konferensbidrag (refereegranskat)abstract
- This paper establishes a theoretical position from which to analyse and reason about the difficulties associated with closing the gap between the provision of engineering education in universities and the needs of society. Broadly speaking, the disparity between societal expectations and university graduate profiles highlights that despite achieving success in university; recently graduated engineers are often under-prepared for their initial years in the workplace. Continuing reports of this disparity suggest that current efforts have not succeeded in sufficiently closing this gap. As an antecedent to reforming engineering education policy or advocating a new pedagogical approach, we first theorise the role of engineering education for society. In adopting lessons from the philosophy of technology and how this has influenced the discourse surrounding K-12 technology education, the relationship between technological activity and technological knowledge is considered as a vessel though which to articulate engineering education. Through situating engineering disciplines as different contexts for technology, the need for engineering students to develop an ontological position towards engineering as technological activity, emerges as important. In this view, we hold that a fluid epistemological boundary for engineering disciplines necessitates perspectives on how to enact engineering, as doing engineering in authentic contexts is advocated to support the well-established practices around learning about discipline specific declarative knowledge. The foregrounding of an understanding of engineering as technological activity, founded on (but not limited to) well-established discipline specific knowledge is framed as an 'ontology-based curriculum'. We conclude the paper with a discussion of some of the prevailing challenges to operationalising this conception of engineering education for society.
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| 15. |
- Hartell, Eva, 1973-, et al.
(författare)
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Arbeta med komparativ bedömning
- 2018
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Ingår i: Skola och samhälle. - : Skola och samhälle. - 2001-6727.
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 16. |
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| 17. |
- Hartell, Eva, 1973-, et al.
(författare)
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Teachers’ attitudes towards teaching programming in Swedish Technology education.
- 2019
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Ingår i: Developing a knowledge economy trough technology and engineering education. - Msida, Malta : University of Malta. - 9789995714796 ; , s. 195-202
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Konferensbidrag (refereegranskat)abstract
- Programming was introduced as a core-content in the Swedish national curriculum during a 2018 revision. The introduction of programming as part of Technology and Mathematics has been surrounded with a lot of questions of how, when, what and by whom programming should be taught. It is acknowledged that teachers do not often have the content expertise or confidence in teaching ‘new’ topics as they are assigned to curricula. Previous research has explored this through the lens of teacher self-efficacy, where results have indicated that teachers’ self-efficacy in a particular area is important for creating effective learning opportunities for pupils in school. This paper reports on preliminary findings from an on-going project focusing on teacher self-efficacy in relation to the introduction of programming to the primary Technology curriculum. The projects’ objectives were to increase teachers' self-efficacy to teach programming in the Technology subject, and as a result of this, increase learning opportunities for the pupils. In order to be able to measure teachers’ development of self-efficacy towards teaching primary programming an instrument was developed based on an existing instrument used for measuring self-efficacy for science teaching. The Dimensions of Attitudes towards Programming (DAP) instrument was designed and piloted in two schools. The preliminary findings show that the DAP-instrument fulfilled its purpose within this project but needs to be further validated to become a valid instrument to measure teachers’ self-efficacy in programming in a broader sense. Two themes identified from the analysis are discussed in this paper; (1) a lack of confidence in teaching programming, which appeared to ultimately result in, (2) teachers’ questioning the why behind teaching programming in the Swedish primary school.
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| 18. |
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